Comparison of a Qualitative and Quantitative Research
Instructions:
Locate one qualitative research article and one quantitative research article on the topic you chose to research in Week 2. You cannot use the same articles that you already wrote about.
In an essay of 1,250-1,500-words, compare and contrast the articles using the guiding questions in Exhibit 6.1.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Solution
Comparison of a Qualitative and Quantitative Research
The accuracy, precision, credibility, and reliability of research are influenced significantly by the research method(s) and the data analysis techniques. The methodology comprises of the research design, strategy, and data collection among other key methodological components. These influence the process of data and information collection, analysis, and discussion thus attaching accuracy, precision, and credibility to the research. There are various research methodologies applicable depending on the nature of the research. These methodologies include qualitative, quantitative, literature-based, and mixed-method research methodology. The quantitative and qualitative research methods are commonly applied in research. However, where the two techniques are required depending on the requirements of the research, the integration of the two, forming a mixed-method research is adopted. This essay uses two journal articles (a qualitative and quantitative research) on pre-service teachers and offers an articulate comparison.
Basöz, T. (2016). Pre-service EFL Teachers Attitudes towards Language Learning through Social Media. Procedia – Social and Behavioral Sciences 232, 430-438.
This journal article offers a comprehensive research and analysis of the attitudes of pre-service EFL teachers towards the integration of technology, mainly the social media in language learning. It is a quantitative research conducted by an expert and utilizes credible sources and information that boosts its credibility. Basöz explores the role of the social media in the process of learning language by outlining the experiences. The study involves 120 EFL PSTs sampled from different schools. It employs an effective quantitative methodology, which involves the collection of data through the administration of questionnaires. Further, efficient data analysis is applied to enhance accuracy and the precision of the results. The study finds that the teachers term the social media and important component in learning foreign languages and recommends the incorporation of training on how to use the social media for improving the learning experience.
Çuhadar, C. (2014). Information Technologies Pre-service Teachers’ Acceptance of Tablet PCs as an Innovative Learning Tool. Educational Sciences: Theory & Practice, 14 (2), 741-753.
Technological advancement experienced in the past years continues to push for a shift from conventional ways of doing things. Teaching and learning are slowly shifting and applying innovative technologies in improving the quality and effectiveness of learning and teaching. This article studies the acceptance of information technologies by PSTs, giving a major focus on Tablet PCs. It is a phenomenological (a type of a qualitative research method) study that involves eight participants. All the participants were PSTs from the Trakya University. As a qualitative research, it employs qualitative data collection techniques including a semi-structured interview, integrates the reflective journals of the students, and the tat of the researcher. Further, content analysis was applied in data and results analysis. The research finds that PSTs have technology acceptance, which influences their attitudes and behaviors positively. However, the technological challenges that tablet PC offer may affect IT PST’s acceptance negatively.
Comparison of Basöz (2016) and Çuhadar (2014)
The comparison of the articles confirms a great difference between qualitative and quantitative research techniques. This comparison will focus mainly on the techniques and tools applied in gathering data and information for the two journal articles, sampling and participants, the data analysis techniques, and the other components that set a difference or similarity between the qualitative and quantitative research. Basöz (2016) and Çuhadar (2014) apply these methods articulately and develop comprehensive studies on their respective topics. The expertise of the authors is seen in all the components of their studies and shows the reliability and dependability of the research for further study on the topics. Most importantly, as journal articles, these studies meet the requirements concerning the application of the tools and techniques of data collection, presentation of the results, analysis, and discussion. Most importantly, the studies come out as highly credible sources whose precision and accuracy are unquestionable.
The journal articles introduce their topics clearly and outline the need for the research on the areas. Basöz (2016) points the extensive use of the social media in the recent past and outlines the continued integration of the technological platform in improving the learning experience. In the introduction, the author integrates sources that examine the possibility and effectiveness of using the social media in teaching and learning. The author offers an articulate introduction touching on the influence of the platforms in education, their provision of broader communicative opportunities, and their possibility to foster higher-quality education. Most importantly, the author argues that there is limited research on EFL PSTs’ attitudes towards using the social media in learning language (Basöz, 2016). This leads to the creation of precise and clear research questions that guide the research. On the other hand, Çuhadar (2014) qualitative research offers an equally comprehensive introduction that integrates information from various credible sources. The author cites the fast spread and use of tablet PC and other technologies as having a significant influence on education. By integrating other studies, Çuhadar (2014) argues for the importance of applying technologies in improving the teaching and learning processes. However, the researcher does not include research questions like Basöz (2016) but rather outlines the purpose of the study clearly.
Further, the qualitative and quantitative research methods applied in Çuhadar (2014) and Basöz (2016) respectively differ significantly. The former is a phenomenological study that applies qualitative research method where the researcher focuses on the perspectives of the participants to outline experiences. Çuhadar (2014) applied the criterion sampling technique to identify and use eight IT PSTs enrolled in Trakya University. The author utilizes the sampling technique and IT PSTs since the teachers have a higher knowledge of ICT. On the other hand, Basöz (2016) involves 120 EFL PSTs from the Department of English in a state university. The participants were Turkish native speakers comprising of 72.5 percent female and 27.5 male. Additionally, the study involved 30 students from each grade level at the university. The high number of participants in (Baſöz, 2016) differs from the few (eight) participants in (Çuhadar, 2014).
The data collection tools and techniques applied in the two studies are different. Basöz (2016) uses a questionnaire created after an extensive review of literature and consultation with experts who agreed that they were effective for measuring the intended issues. It was administered to 100 EFL PSTs and Cronbach’s alpha reliability calculated (.83), showing the reliability of the scale. The questionnaire had three sections and 31 items that covered the demographic, social media application, and attitude scale aspects Basöz (2016). Çuhadar (2014) uses different data collection techniques and collection tools. A semi-structured interview, tablet PCs’ activity list, and student and researcher reflective journals. The data gathering process starting with providing the participants with tablet PCs Çuhadar (2014). The IT PSTs recorded the implementation process, challenges, and were asked questions regarding the use of the tablet PCs. Semi-structured interviews were later conducted. The difference between the data collection tools and techniques in Basöz (2016) and Çuhadar (2014) demonstrates the major difference between qualitative and quantitative research methods.
Further, the data analysis techniques in the two studies compare considerably. Çuhadar (2014) applies the content analysis technique to analyze the data collected. The application of spreadsheet, Word processor, and a qualitative data analysis software was used for the analysis. Basöz (2016) analyses the data gathered through the questionnaires using the IBM SPSS. Tabulation of statistics concerning the attitudes made analysis precise. Further, the presentation of results differs in the two studies. Basöz (2016) presents the results statistically while Çuhadar (2014) offers a more descriptive and exploratory presentation of findings. These differences in data analysis and presentation of results and findings show the difference between qualitative and quantitative research.
Conclusion
Research methods influence the credibility of a
study. The efficient application of quantitative and qualitative research
methods in a study ensure precision, accuracy, and credibility of data,
information, and results. These methods differ in the application of data
collection tools and techniques, data analysis, and presentation of results and
findings. Bassöz (2016) and Çuhadar (2014) apply the quantitative and
qualitative research methods, which result in the similarities and differences
discussed.
References
Artun, H. (2016). Examining the influence of projects carried out with technological tools on pre-service teachers’ levels of environmental literacy. Journal of Baltic Science Education, 15 (2), 173-184.
Baſöz, T. (2016). Pre-service EFL Teachers Attitudes towards Language Learning through Social Media. Procedia – Social and Behavioral Sciences 232, 430-438.
Çuhadar, C. (2014). Information Technologies Pre-service Teachers’ Acceptance of Tablet PCs as an Innovative Learning Tool. Educational Sciences: Theory & Practice, 14 (2) , 741-753.
